Woodside Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and adults value being part of this happy and kind community. Warm relationships between staff and pupils reflect the school's values of respect, high expectations and resilience. Pupils are courteous to each other and to those visiting their school.

They have a strong sense of equality and acceptance of others. They understand how to keep themselves safe from harm.

There is a shared aim that all pupils, including those with special educational needs and/or disabilities (SEND), will be well prepared for their next steps in education.

High expectations are in place for all pupils. The school has revised the curriculum in English, including reading, and ...mathematics. As a result, pupils currently in school are achieving well.

However, these revisions did not have sufficient time to impact the outcomes of the previous cohort.

Pupils are given opportunities to participate in a wide range of sports as part of the curriculum, for example kickboxing. After-school clubs, including sewing, running and arts and crafts, are well attended.

Pupils are proud to take on positions of responsibility. They support others in their role as play buddies effectively. They model the school's expectations well and want to make a difference.

As one pupil said, 'I really hope the positive dents we have made to the school will remain and keep the school growing in harmony.'

What does the school do well and what does it need to do better?

The school has developed subject curriculums that set out the order in which new topics are taught. Within each unit of work, the key concepts have been identified.

These carefully build on previous learning. In computing, for example, it is clear to see how the topic studied in Year 5 on semaphores and Morse codes builds on prior learning from Year 2 about how to program objects to move.

Although the key concepts of learning have been identified, pupils do not always get the opportunity to revisit them.

Additionally, at times, the activities pupils undertake do not meet the intended learning outcome closely enough and assessments do not precisely identify that pupils are not learning the identified key concepts. Consequently, some pupils, including those with SEND, do not remember as much of the taught curriculum as they could.

Over recent years, outcomes across the school have been variable, including for those pupils with SEND.

Parents of these pupils have expressed concern about this. Leaders identified areas that needed to be improved and worked to address these issues. All staff now share higher expectations of what all pupils can achieve, especially in English and mathematics, and this is having a positive impact on pupils' achievement.

Phonics is taught effectively from early years. The love of reading is evident across the school. Pupils know why reading is important.

They enjoy using the attractive school library for their reading lessons. There are frequent opportunities for reading and daily 'just listen time' from Nursery to the end of key stage 2. Pupils who struggle to read are identified early because checks on pupils' phonics knowledge are regular and detailed.

Additional support is provided when needed. This helps pupils to catch up quickly.

Pupils enjoy mathematics.

The school has recently refined its approach, and this is already having a positive impact. Pupils can talk about what they know and how that helps them to learn more. There is a clear and coherent approach to the teaching of times tables which is having a positive impact on pupils' ability to recall facts swiftly and correctly.

The school's early years curriculum has been constructed to ensure early reading, writing, speaking and number skills are high priority. The curriculum carefully considers what the youngest children need to know and when. Children in Nursery and Reception demonstrate high levels of self-control.

They learn to listen to each other when talking in groups. They are confident to share their own thoughts and ideas. Routines are well established.

This supports children in the early years to be independent learners.

Pupils behave well in lessons and around school. Pupils who need extra help and guidance with their behaviour, including those with SEND, get the help they require.

Staff support these pupils to make the right choices. Leaders provide support to ensure pupils attend school regularly. Most do, however, some pupils are frequently absent and because of this, they miss out on valuable learning.

Pupils' personal development is well planned and is woven into the curriculum. Pupils talked enthusiastically about trips and activities, including to local places of worship. They enjoy the range of clubs the school offers them.

Pupils are proud to represent the school in national competitions including 'Poetry by Heart'. Leaders give pupils opportunities to have leadership roles and responsibilities. These include student councillors and well-being ambassadors.

The trust has provided strong support to the school. Leaders, including those responsible for governance, have an accurate view of the school's strengths and also the areas to strengthen. Staff are committed and want the best for all pupils.

Teachers at all stages of their careers are well supported by leaders. They value the support the school and trust give them around managing their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some tasks given to pupils in lessons do not match the intended learning, and assessments do not routinely check that this knowledge is being secured over time. As a result, pupils do not learn the intended knowledge, and there are missed opportunities for teachers to check what pupils have remembered over time. The school should ensure that teachers plan learning tasks that carefully match what they want the pupils to know and carefully check that pupils have secured this learning.

• Historically, provision for some pupils with SEND has not been strong. As a result, these pupils' achievement and their behaviour have been a concern, and some parents have previously been unhappy with how their children with SEND have been supported. The recent improvements made, with ongoing support from the trust, should continue so that the systems and approaches that are now in place become firmly embedded.